Date of Award
Fall 12-2007
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Committee Chair
Dr. Daniel Tingstrom
Committee Chair Department
Psychology
Committee Member 2
Dr. Heather Sterling-Turner
Committee Member 2 Department
Psychology
Committee Member 3
Dr. Theodore Christ
Committee Member 3 Department
Psychology
Committee Member 4
Dr. Andrea Wesley
Committee Member 4 Department
Psychology
Committee Member 5
Dr. James T. Johnson
Abstract
Consulting psychologists have encountered difficulty with third party acceptance (consultee acting on behalf of the client) of intervention strategies. Research literature suggests that despite substantial intervention effectiveness, interventions may fail because the strategy was not judged acceptable by consumers or participants in treatment. Typically, an analog research design is used to investigate factors influencing ratings of acceptability. That is, various interventions are described and defined. Participants are asked to rate the acceptability of each intervention while considering other factors such as problem severity, time-involvement, training or education of rater, interventionist, use of jargon, and philosophical orientation toward treatment.
The purpose of this study is to extend the literature by exploring how time management training effects the ratings of intervention acceptability. Specifically, the effects of time management training will be analyzed in relation to teachers’ acceptability ratings of reinforcement-based interventions used with a mild problem behavior requiring low and high amounts of teacher time.
Copyright
2007, Terri Elane Calhoun
Recommended Citation
Calhoun, Terri Elane, "THE EFFECT OF TIME-MANAGEMENT TRAINING ON TEACHERS’ ACCEPTANCE OF HIGH AND LOW TIME-INVOLVED BEHAVIORAL INTERVENTIONS" (2007). Dissertations. 1303.
http://aquila.usm.edu/dissertations/1303
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